This is a link to 16 rubrics developed by the American Association of Colleges and Universities. The rubrics address a wide variety of commonly assessed intellectual and practical skills, personal and social responsibilities, and integrative and applied learning.

A low tech alternative to clickers. Now students do not have to tote printed "ABCD Cards" for interactive lecturing and polling. Now there is an "app for that." The instructor poses a questions and the class holds up their response. The teacher scans the sea of answers to get a quick pulse on student responses. If there are too many As, Cs, and Ds, when B was the correct answer, then there may be some confusion and a need to clarify.

The Center for Instructional Innovation at Western Washington University has created a *free* ABCD Cards app for iOS and Android . Students simply launch the app, tap their answer choice, and hold up their answers. The app removes the burden of printing the cards, and responses might even be easier to see for instructors in large rooms. Visit http://cii.wwu.edu/cii/ABCD/ for more information.

Some discipline-based professional or scholarly associations have developed freely available teaching guides for faculty in that discipline e.g., the Mathematical Association of America's Instructional Practices Guide (https://www.dropbox.com/s/xpvkni52tkf0wgt/MAA_IP_Guide_V1-1.pdf?dl=0), the American Psychological Association has several free books and collections of materials about teaching psychology.

Has anyone created a comprehensive collection or listing of these materials indexed by discipline? Physicshttps://www.physport.org/STEM teachinghttps://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduatehttp://www.cwsei.ubc.ca/resources/instructor_guidance.htmhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/TeachSTEM/TeachSTEM.htmlPsychologyhttp://teachpsych.org/ebooks/index.phpStatisticshttp://www.amstat.org/asa/education/undergraduate-educators.aspxhttps://www.causeweb.org/cause/Computer Sciencehttp://csteachingtips.org/Engineeringhttps://www.engageengineering.org/Biologyhttps://www.coursesource.org/http://www.pulse-community.org/https://www.asm.org/index.php/in-the-classroom#teachingChemistryhttps://eic.rsc.org/classroomGeoscienceshttps://serc.carleton.edu/NAGTWorkshops/STEMresources.htmlWritinghttps://www.glosole.org/open-resource.htmlhttps://owl.english.purdue.edu/owl/section/3/Political Studies, Security Studieshttps://sites.google.com/site/psatlg/Home/resources/journal-articleshttp://www.journalhse.org/Philosophyhttps://www.pdcnet.org/collection-anonymous/browse?fp=teachphilSociologyhttps://www.amazon.com/First-Contact-Teaching-Introductory-Sociology/dp/0742528987Pharmacyhttps://www.journals.elsevier.com/currents-in-pharmacy-teaching-and-learning/Art Historyhttp://arthistoryteachingresources.org/

Some centers have also collected resources by discipline:http://fod.msu.edu/oir/Online-Instructional-Resourceshttp://www.crlt.umich.edu/tstrategies/disciplinaryresourceshttps://www.smu.edu/Provost/CTE/Resources/TeachCourse/Discipline-SpecificIdeas"Active Learning in Post-Secondary Mathematics Education" http://www.amstat.org/asa/files/pdfs/GAISE/GaiseCollege_Full.pdf

There isn't one from the American Economic Association.

A low tech alternative to clickers. Now students do not have to tote printed "ABCD Cards" for interactive lecturing and polling. Now there is an "app for that." The instructor poses a questions and the class holds up their response. The teacher scans the sea of answers to get a quick pulse on student responses. If there are too many As, Cs, and Ds, when B was the correct answer, then there may be some confusion and a need to clarify.

The Center for Instructional Innovation at Western Washington University has created a *free* ABCD Cards app for iOS and Android . Students simply launch the app, tap their answer choice, and hold up their answers. The app removes the burden of printing the cards, and responses might even be easier to see for instructors in large rooms. Visit http://cii.wwu.edu/cii/ABCD/ for more information.

This journal focuses on various ways to support and strengthen the teaching of academic writing. From the journal's Website: "Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity."

Active Learning Spaces and Active Learning Classrooms, the built environment for learning, is a growing field and of increasing interest to faculty teaching in newly (re)designed classrooms and institutional space planners. This list of resources was collected in March 2017 by Michael Palmer of the University of Virginia's teaching center from colleagues in the professional society of faculty developers, the POD Network.

Inquiry-Based Learning (IBL) GuidesDiscovering the Art of Mathematics includes a library of 11 inquiry-based books freely available for classroom use. These texts can be used as semester-long content for courses or individual chapters can be used as modules to experiment with inquiry-based learning and to help supplement typical topics with classroom tested, inquiry based approaches (e.g. rules for exponents, large numbers, proof). The topic index provides an overview of all our book chapters by topic.

This worksheet was developed for faculty involved in program assessment. The document will help program faculty link program learning objectives with appropriate assignments that can be used as evidence that students have achieved those objectives.

This PowerPoint slide shows an example of evidence resulting from the learning outcomes assessment process at the course level (accounting in this example). It shows the extent to which students achieved the learning objectives of the course. This information can also be used to assess course learning objectives or course learning outcomes at the program level.

This essay, written by Penn State's Emeritus Professor of Chemistry, John Lowe, describes several useful strategies for collecting course-level assessment about students' study habits and learning, which can be used to improve student learning.

This is a diagnostic survey for undergraduate, non-science majors taking their first astronomy course. It was developed by the multi-institutional Collaboration for Astronomy Education Research (CAER) including, among many others, Jeff Adams, Rebecca Lindell Adrian, Christine Brick, Gina Brissenden, Grace Deming , Beth Hufnagel , Tim Slater, and Michael Zeilik. The first 21 questions are the content portion of the test, while the final 12 questions collect demographic information.